We are challenged to consider aspects of intelligence and creativity. Creativity, we learn, is an important skill applied in solving novel problems and creating unique goods, products, services, or ideas.
Elizabeth Kirk (2016) explores the role of gesturing in encouraging creative thought in young children. The study conducted revealed gesturing increased the number of novel ideas generated by children. This gives us much to consider as we look at what drives our creativity!
1.) Think about the situations in which your creativity is at its highest. In what format is your creativity best expressed?
2.) If you were asked to define and develop a measure appropriate for your ideal display of creativity, how would the definitions and instruments of measures be described?
PLEASE USE REFERENCE AND INFORMATION BELOW STATED FOR ADDITIONAL ASSISTANCE;
PLEASE USE REFERENCES LISTED ALSO FOR ADDITIONAL INFORMATION:
Handbook of Psychology, Volume 1: History of Psychology. New York: Wiley
Kirk, E. (2016, December 14). Gesturing can boost children’s creative thinking. Retrieved from http://www.psychologicalscience.org/news/releases/gesturing-can-boost-childrens-creative-thinking.html
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Intelligence is the capability to gain information through experience, face challenges, and apply knowledge by acclimating to change. Intelligence is one of the most controversial topics in the field of psychology because intelligence is so complex (American Psychological Association [APA], 2017).
Measuring intelligence is comprised of two approaches: psychometric and factor analysis (Blume & Zembar, 2010). Psychometric focuses on people’s proficiency in performing on standardized tests, which evaluates the competence to learned skills and retained knowledge. Factor analysis categorizes the items that calculate a shared skill or proficiency (Blume & Zembar, 2010).
Think about when you have completed an intelligence test or an IQ test. During the test, you were probably asked to identify similarities and specific information, solve problems, explain terminology, decode schemes, assemble items in a specific order, or evaluate behavior in a given situation. A proficiency test that emphasizes particular mental aptitudes and capabilities is a statistical approach called g factor (IQ-Brain, 2013). Mental age (MA) is a mental development on the capability for a targeted age. Intelligence quotient (IQ) measures knowledge by a person’s mental age versus the person’s genetic age and multiplying the results by 100 (Nugent, 2013).
Another type of intelligence that many people are familiar with is emotional intelligence (EI). Emotional intelligence measures a person’s ability to recognize not only their own emotions but also the emotions of others precisely. This allows people to be able to communicate and control emotions (Emotional Intelligence). How do you manage your emotions so that you have control of any given situation? How do you convey the importance of manage emotions positively when you are communicating with others?
To learn more about EI, explore the following article by Dr. John Mayer as he dispels so common myths about EI.
Creativity is associating components of a problem and discovering an unforeseen bond. People who convey creativity articulate divergent thinking, allowing people to establish a hypothesis, envision other perceptions, and observe associations that are not instantly evident (Creativity).
Creativity and intelligence do not always go hand-in-hand as people who are creative don’t always have a high intelligence quotient (IQ) (Nugent, 2013). Personality characteristics identify an individual as these qualities play a role in:
People who tend to be creative are not typically influenced by other people’s opinions. Creativity allows people to be open to new ideas and to participate in new experiences. Persistent people tend to push forward no matter how challenging or time-consuming the task may be. Creativity prospers when intrinsic motivation is inspired. To help people be more creative, one must expand their qualities, talents, interest, and discipline (Pappas, 2017).
Defining and measuring creativity has been an ongoing issue for researchers, with variance in the approaches of study of the topic (psychoanalytic, psychometric, cognitive, psychosocial, neurobiological, see Batey, 2012) being taken over time. In addition, creativity has been conceptualized as works produced by individuals, as well as inherent abilities of a person. Batey (2012) notes the definition adopted by many researchers includes the idea that creativity is “new and useful” stating that, “a creative product is that which is deemed to be novel or original and useful or adaptive” (p. 56). Clearly, in this definition, creativity refers to the product (produced by the individual), that can be observed and measured for creative value.
Another difficulty in defining and measuring creativity exists as it relates to cultural acceptance of the concept. Most notably, the cultural divide in defining creativity between Eastern and Western cultural perspectives. As Batey (2012) notes, the Western view of creativity has dominated the research literature, as the ideas of novelty and utility, with creativity leaning on the product of human creation being an ever-present theme. To the contrary, Eastern views of creativity have been rooted in the idea of personal truth and self-growth (Batey, 2012).
Batey’s View of Creativity
Among the many definitions introduced in his work, Batey (2012) leaned on a structure introduced by Rhodes (1961, 1987) in which four pillars, so to speak, of the definition of creativity, was provided. The four areas that definitions of creativity should include are: The persons, The cognitive processes, The press or environmental influences, and The product; this is referred to as the 4P’s approach (Batey, 2012).